Strategies: C 1

A 1 · A 2 · B · C 1 · C 2 · D 1 · D 2 · E 1 · E 2 · F · G · H · I 1 · I 2 · J · K · L · M · N · O · P 1 · P 2 · Q · R · S 1 · S 2 · T 1 · T 2 · U 1 · U 2 · V · W · Y · Z · 0-9

• Calibrate academic task design to individual students and strengthen self-efficacy and peer support as malleable protective factors for momentary engagement - The article's implications statement recommends that "The design of academic tasks should ideally be calibrated for individual students in the classroom to promote momentary engagement", because the s
• Calibrate AI writing support by providing contextual feedback, dialogic scaffolding, and initiative matched to learner needs and task complexity - Derived from learners' reflective accounts in the study's thematic analysis (RQ4), this strategy holds that effective AI writing support should offer feedback tied to the learner's actual visuals and
• Calibrate assistant support forms to preserve users' cognitive participation rather than making every interaction tutor-like - The article recommends that the educational value of future AI assistants lies in calibrating support rather than universal tutoring: assistants should choose "when to answer, explain, give feedback o
• Calibrate coaching thresholds per L1 cohort and avoid penalizing identity-marking accent features - In its ethics statement, the survey sets out accent-fairness principles for deployed coaching systems: "Calibrate thresholds per L1 cohort to account for systematic phonetic differences"; report subgr
• Calibrate formal safety constraint thresholds against a mastery-only baseline agent's logged behavior - The article proposes a practitioner procedure for setting constraint thresholds in the four-layer framework.
• Calibrate GenAI feedback through calibrated prompts and pedagogical (re-)framing - A concrete technique for integrating generative AI into writing instruction: the instructor designs calibrated prompts for the AI and applies pedagogical (re-)framing to its output.
• Calibrate LLM-generated question difficulty empirically from student response data rather than trusting model-assigned labels - The article recommends treating LLM-assigned difficulty labels as uncalibrated and evaluating question difficulty using student response data, starting with Classical Test Theory difficulty indices an
• Calibrate teaching presence to student experience: encourage and challenge advanced students without being too directive - Based on the finding that teaching presence was highly variable and unrelated to metacognition, the article recommends that instructors in advanced online CBI courses adjust their facilitation to stud
• Calibrated disclosure templates scaled to risk of the permitted use - The article proposes a three-tier disclosure model: no disclosure for embedded low-risk functions such as basic spellcheck; a one-line disclosure for external language editing; and a short process not
• Calibrated Peer Review - A structured peer assessment process in which learners first evaluate benchmark samples to calibrate their judgment, then review peers' work and receive reviews of their own.
• Calibration interventions for secondary school students should target subjective confidence as well as functional confidence - Because secondary school students' confidence judgements do not relate to their actual calibration accuracy, the authors recommend that interventions aiming to improve calibration accuracy in secondar
• Calibration training and moderation to ensure reliable rubric-based portfolio review - A reader-capacity strategy in which the admissions director hires, trains, and coordinates 20 to 25 short-term contractual professionals who apply rubrics to applications.
• Call for combined quantitative and qualitative studies to identify which contexts favor explicit versus implicit grammar teaching - The reviewer recommends that future research combine quantitative and qualitative methods to reach, if possible, final conclusions about which grammar-teaching approach is more effective and in which
• Call for research clarifying the importance of specific choice-policy elements and assessing a wider range of student outcomes - The authors propose a forward-looking research agenda for school choice policy: studies should "help clarify the importance of specific policy elements" and "assess a deeper and wider range of student
• Call-and-Response - The instructor initiates a phrase or word and students respond with a pre-determined phrase, serving as a rapid, routine-based cue to gain attention and refocus the class.
• Calls to action: establish positionality and relationships before TES work, and expand US-based and quantitative TES research - From the mapping review, the authors developed four calls to action for educators and researchers seeking to interweave Indigenous knowledges into colonized science curricula.
• Calm and Honest Reflection - After feeling and expressing emotions related to a mistake, engaging in calm and honest reflection involves asking oneself what happened and what triggered those feelings.
• Calm-Down Corner - Dedicated, positive space where learners practice emotional regulation skills before returning to learning tasks.
• Calming Auditory Input - Using calming auditory input involves managing and altering sounds in the environment to reduce overstimulation and promote relaxation.
• Calming Combinations - Combining two or more calming sensory strategies to create a more effective and personalized approach to self-regulation.
• Calming Movement - Using calming movement involves engaging in repetitive and rhythmic vestibular input to promote relaxation and self-regulation.
• Calming Oral Sensory Input - Employing oral sensory input as a calming strategy involves engaging the mouth to provide sensory experiences that promote self-regulation.
• Calming Proprioceptive Input - Using proprioceptive input, also known as "heavy work," involves engaging muscles and joints to provide a calming and organizing sensory experience.
• Calming Sensory Input - Providing access to calming sensory input—tactile bins, weighted blankets, chewy pendants, white noise—to help learners regulate arousal, anxiety, and attention for learning.
• Calming Strategies - Calming strategies are techniques learners are taught and rehearse in advance to reduce the intensity of anger and other strong emotions in the moment.
• Calming Strategy Cards - Calming strategy cards provide learners with portable, visual reminders of emotional regulation strategies — such as deep breathing, squeezing a fidget, or taking a mindfulness break — to use when fee
• Calming Tactile Input - Using tactile input to provide calming sensory experiences involves engaging the sense of touch to reduce anxiety and promote relaxation.
• Calming Visual Input - Altering the visual environment — reducing clutter, dimming light, and limiting distracting displays — to reduce overstimulation and support attention and self-regulation.
• Can You Make It? - Learners draw a dot card and recreate the arrangement on a large, blank dot card using counters, building subitizing and number sense.
• Cap the background lecture for a complex research-based lab at about an hour and expect students to ask questions while working - For labs whose background differs greatly from other experiments, the authors recommend aiming for concision in the lab lecture.
• Card Sorting - Learners sort a set of cards — each bearing a concept, example, or statement — into categories, either following given criteria or generating their own, to surface and consolidate conceptual structure
• Career-centric reverse academic planning: start from a career aspiration and map backward to courses, credentials, and experiences using skills taxonomies - Instead of choosing a major then exploring careers, students begin with a career aspiration and the system works backward to the courses, experiences, and credentials that reach it.
• Caring For Students - Building relationships of trust and responsiveness so students feel known, valued, and supported — creating the relational conditions under which instruction becomes effective.
• Case Based Discussion - Learners collaboratively analyze an authentic, open-ended case under facilitation, articulating positions, defending decisions, and revising reasoning in response to peers.
• Case Based Learning - Learners analyze realistic, narrative accounts of authentic situations to build reasoning, decision-making, and applied knowledge.
• Case Based Teaching - Teaching through rich, realistic case narratives that learners analyze and discuss, connecting principles to authentic situations.
• Case Studies - Case studies present learners with real or realistic situations to analyze, discuss, and resolve, building reasoning and problem-solving through authentic complexity.
• Cast a popular child in the defender role-play - In the onlooker role-play week, teachers were advised that the defender role should be played by a popular child, because research indicates popular children can be an influential resource in changing
• Categorization - Learners sort, group, or classify cases, examples, or problems by underlying structure, building category knowledge that supports transfer.
• Caution when prompting young children to pre-monitor all answer alternatives before choosing - The article's results advise against assuming that prompting children to rate confidence in every alternative before answering will improve monitoring accuracy: in this study such prompts "seemed to i
• Cede Power (Student Voice) - Sharing decision-making power with students and families in the design and governance of learning experiences, positioning students as co-designers rather than passive recipients.
• Center co-design with teachers and students throughout AI tool R&D, using human-in-the-loop workflows as a primary risk mitigation - The report recommends that AI developers "embrace and center the expertise of teachers and students by prioritizing co-design throughout a tool's R&D processes." Across risk sections, respondents desc
• Center educators in research by shifting power dynamics, including diverse educators, and structuring feedback loops - The presentation enumerates three strategies for centering educators in research: to "Empower educators and intentionally shift power dynamics so that they have a voice, especially in research questio
• Center student, family, and community voice in policy and practice decisions - The brief holds that strong partnerships between educators, students, families, and communities are essential for social, emotional, and academic development.
• Center youth as partners, not participants, in co-design - This strategy treats youth as co-decision-makers rather than data sources when designing solutions for them.
• CEO Forum recommendations: prepare and certify teachers for technology integration across pre-service, licensure, and in-service career stages - The report issues a set of dated recommendations directed at educators, administrators, and business and community leaders.
• Certified Executive Coaches provide side-by-side professional development and improvement science support for ARC Core implementation - ARC Core implementation is supported by professional development in which "Certified Executive Coaches work side by side with teachers and leaders" to establish high-quality implementation, use "the s
• Certify tutors before tutoring begins and provide professional development to supervising school staff - The article states that "BookNook Tutors complete a certification prior to tutoring start date" and that "BookNook also provides on-site or virtual professional development for school staff." This pre
• Chalkboard Math App - A tablet app for drilling basic math facts (addition, subtraction, multiplication, division) with immediate feedback and a chalkboard-style interface.
• Challenge Based Learning (CBL) - Challenge Based Learning (CBL) is a customizable framework that provides an efficient and effective way for learners to solve real-world challenges.
• Challenge candidate digital technologies against a learning-based pedagogical framework before adoption - As a practical move, the article recommends testing proposed uses of digital technologies against a pedagogical framework derived from what is known about learning.
• Challenge the Text - Challenge the Text is a strategy that encourages students to critically examine texts by asking and answering their own text-dependent questions.
• Champion professional learning and collaboration structures to support curriculum implementation - Among the organizational levers the infographic spotlights, leaders supported implementation by championing professional learning and strengthening collaboration structures, alongside protecting teach
• Change stakeholder roles and investments so marginalized participants can engage as co-experts in R&D - The report lists concrete changes to traditional roles and investments that enable partners to engage in Inclusive Innovation: pay for participants' time, buy out practitioner time, provide transporta
• Change-effort development tools: process maps, impact effort matrices, core competencies identification, and structure revision - In the Change Effort Development Phase, R15CC facilitates a high-level process map or block diagram—a "graphical representation of the steps needed to produce a particular outcome"—to build shared und
• Changing Spaces with Mood Lighting - Using varied and colored lighting to alter the emotional tone of a learning space, signal activity transitions, and support relaxation or focus.
• Character Emotion Analysis - This strategy involves having students analyze characters' feelings in literature to improve their self-awareness and emotional recognition.
• Character Profile Creation - Students create character profiles to help them form a deeper understanding of a book's characters.
• Character Scrapbooking - Students select four key events from a novel and create scrapbook entries representing a character's inner thoughts, feelings, and experiences during each event.
• Chart-Based Retrieval and Spaced Practice - A multi-day classroom exercise in which learners reproduce a chart from memory, fill gaps from notes, and repeat across days — demonstrating spaced retrieval practice while learning its content.
• Chatbot support should reinforce that learning ability develops through effort, strategy use, feedback, and reflection - Drawing on the Axis 5 (source of ability to learn) findings, the authors recommend that when students seek support, "custom-built chatbots can be designed to recommend a different representation, prom
• Check context familiarity by asking the class to share what they know about a problem's context before working on it - Before students work on a problem, the teacher can surface prior knowledge of its setting as a quick diagnostic of familiarity.
• Check for Understanding - After giving instructions, verify comprehension through targeted questioning and observation before learners begin independent work.
• Check In Activities - Brief structured activities at the start of a session or interaction that surface learners' emotional, cognitive, or readiness states and build relational connection.
• Check In/Check Out - A structured Tier 2 behavior intervention in which a mentee checks in with an adult at the start of each day to receive goals and points, and checks out at day's end for feedback and reinforcement.
• Check In_Routines - A brief, structured opening ritual in which each learner reports on their state, progress, or readiness, establishing connection and informing instruction.
• Checking Your Blind Spot - A reflective strategy in which learners surface and mitigate unconscious bias by acknowledging its existence, examining how it shapes their judgments, and applying structured countermeasures to decisi
• Checklists - A strategy that uses lists of specific criteria or steps to track task completion, document learning progress, and structure assessment and self-assessment.
• Checklists & Rubrics - Checklists and rubrics provide explicit criteria that learners use to evaluate, monitor, and improve their own and peers' work.
• Checklists And Visual Schedules - External written or pictorial supports that make task sequences, steps, and routines visible so learners can track progress and manage work independently.
• Children's Literature for Math Instruction - Children's literature for math instruction is a strategy in which stories, picture books, or narrative texts are used to introduce mathematical ideas, contexts, or discussion.
• Children's Literature Integration - Integrating children's literature, especially multicultural literature, into math instruction to enhance engagement and comprehension.
• Choice - Giving learners structured options about how, what, or when they learn, to support autonomy and engagement.
• Choice Based Learning - Learners select among meaningful options — task, process, product, or environment — increasing autonomy and ownership of learning.
• Choice Boards - Choice boards offer learners structured options for how they engage with or demonstrate learning, increasing autonomy, engagement, and ownership.
• Choice-Based Quiet Time Activities - Choice-based activities during quiet time give students the power to select their preferred independent tasks, enhancing engagement and promoting a sense of control.
• Choose and implement proven strategies to improve early-grade attendance - The fact sheet's stated approach is to help districts and schools select and carry out strategies with an evidence base for improving attendance among the youngest learners.
• Choose ANN parameters with a validating test instead of typical statistical criteria such as AIC or BIC - The article recommends selecting the appropriate parameters for the ANNs using a validating test rather than typical statistical criteria such as AIC or BIC.
• Choose CTT or MFRM for open-ended test development based on practicality and reported detail, not difficulty results - Because the two theories yield similar item difficulty indices for open-ended questions, the article recommends that decisions between them should prioritize "other proper ties, such as ease of use an
• Choose fading starting points by identifying a response already in the child's repertoire - The article proposes that when a child refuses a target consumable or utensil, the clinician should first identify a related response the child already performs and begin fading from that response.
• Choose individual texts and videos appropriate for specific students rather than deciding by representational format - The article's general discussion recommends that material selection be tailored to the individual student rather than governed by whether the material is text or video.
• Choose problems with multiple entry points to stimulate discussion of different solution approaches - To encourage varied approaches, "teachers should try to present problems with multiple entry points." Entry activities include drawing a picture of key elements, preparing a representation such as a s
• Choose reminder versus direct instruction according to whether the missing scriptlet is in the learner's repertoire - This implementable strategy operationalizes adaptive external support: when a scriptlet is "repeatedly missing in a certain play", the internal play is assumed absent from the learner's repertoire and
• Choose sensing configurations by target metric and deployment burden, favoring compact five-stream or chest-ECG setups for lightweight deployments - The article recommends treating sensing configuration as a design decision balancing predictive value against practical burden.
• Choose the knower-level point estimate according to the purpose of the analysis - Because the Excel sheet outputs a full posterior distribution over knower levels, researchers who need a point estimate should choose it based on their research question.
• Choral Counting - A whole-class counting routine in which learners count aloud together by a chosen increment while the teacher records the sequence in an organized layout, then the class discusses patterns in the coun
• Choral Reading - Learners read a text aloud in unison with a teacher or peer model, building fluency, word recognition, and expressive reading through supported group practice.
• Choral Responding - The whole class or group answers a teacher prompt aloud in unison, maximizing every learner's opportunity to respond.
• Chronicle and disseminate collaborative successes as documented Bright Spots of regional best practice - As the Collaborative's work continues, the brief states it is "vital to disseminate insights and refined practices and recognize significant accomplishments." R15CC will share Bright Spots documenting
• Chunk Directions - Breaking multi-step directions and instructions into short, sequential units so working memory is not overloaded and learners can sustain engagement through a task.
• Chunking Content - Breaking instructional content into small, coherent units that each fit within working memory limits before being integrated into larger structures.
• Chunking Information - Organize content into small, meaningful units so each fits within working memory limits before being consolidated into larger schemas.
• Chunking Instruction - Breaking instructional content into small, coherent units that each fit within working memory limits before being integrated into larger wholes.
• Chunking Text - Breaking continuous text into smaller, meaningfully organized units so working memory can process each unit before integrating them.
• Chunking to Reduce Working Memory Load - Grouping instructional material into meaningful units sized to working memory, so learners hold a few chunks rather than many separate elements.
• Circle Count - A whole-class oral counting routine in which students stand in a circle and count off in sequence, with variations in skip-counting patterns, starting numbers, and direction to build number-sense flue
• Circle Time Emotions - End each week with a group circle where students discuss different topics and share their feelings.
• Circulate and Listen During Pair Talk - Actively circulating and listening to pair discussions allows teachers to monitor engagement, reinforce expectations, offer support, and gauge the success of the thinking process.
• Citation_Chaining - Systematically tracing an article's references backward and its citing literature forward to map a scholarly conversation and locate high-quality sources.
• Civic education teachers foster an open classroom climate to prevent negative emotions and increase enjoyment - Building on the finding that an open classroom climate relates to more enjoyment and less anxiety and boredom, the article recommends that teachers co-create a supportive emotional climate.
• Civic Online Reasoning - Teaching learners to evaluate the credibility of online information using the fast, fact-checking strategies professional fact-checkers use — most centrally lateral reading.
• Claim Evidence Reasoning - A structured framework in which learners state a claim, support it with evidence, and articulate the reasoning that connects the two.
• Claim Support Question - A three-step thinking routine in which learners make a claim about a topic, identify evidence that supports it, and pose a question that remains open.
• Clarification of Vocabulary, Symbols, and Language Structures - Supporting learners to construct meaning from words, symbols, and numbers using multiple representations, explicit definitions, and clarified language structures.
• Clarify assessment purpose, define skill expectations with rubrics and progressions, and calibrate on student work - The report recommends that districts first be clear about what they want to learn from their assessment system, aligning it with their instructional vision before designing it.
• Clarifying - Clarifying involves identifying and resolving areas of uncertainty in a text or problem — unfamiliar vocabulary, complex syntax, and difficult concepts — before or during comprehension work.
• CLASP programming should always create links to books, reading, information use, and library services - A key recommendation from the CLASP evaluation is that library outreach programs must explicitly connect their activities back to books, reading, information use, or library services.
• Class Anchor Charts or Plus/Delta Chart - A whole-class reflection routine in which students review a completed assessment, identify which problems caused difficulty, and co-construct a visible record (anchor chart or plus/delta chart) of the
• Class Book - Students create individual pages that are compiled into a single shared book, giving their work an authentic audience and a durable artifact.
• Class Discussion Facilitation - Structuring and steering whole-class or small-group discussion so that learners articulate, challenge, and build on ideas rather than merely answer teacher questions.
• Class Discussion Norms - Explicitly taught, consistently enforced rules for how students talk with one another — governing turn-taking, reasoning, listening, and disagreement — so that classroom discussion becomes a learning
• Class Meetings - A regularly scheduled whole-group gathering where students and teacher build community, share news, solve problems, and set direction for learning.
• Classical Music - Playing calm classical music at low volume as learners enter or settle into a learning environment to shape atmosphere, arousal, and transition behavior.
• Classification Tasks - Classification tasks involve sorting objects or concepts into categories based on shared properties.
• Classify and design AI teaching tools by governance mechanism, using transferable design questions rather than generic tool categories - The article applies its framework to four published tools as a transfer test and concludes that responsible AI integration "should be studied at the level of governance mechanisms", since questions su
• Classroom Checklists - Classroom checklists are structured visual aids that break tasks, routines, and assignments into discrete, trackable steps for students, teachers, and parents.
• Classroom Climate Routines - Recurring, predictable practices that establish a safe, respectful, and productive classroom environment so instructional time is protected and students feel a sense of belonging.
• Classroom Community Building - Deliberate design of interpersonal structures, norms, and shared activities so learners feel connected to peers and instructor, increasing engagement, persistence, and participation.
• Classroom Design for Engagement - Arranging the physical classroom — light, air, layout, ownership, and wall display — so the room supports attention and participation instead of quietly competing with them.
• Classroom Design Optimization - Optimizing classroom design (noise levels, temperature, seating arrangement) can minimize distractions and improve learning.
• Classroom ethnography of social change in collaborative writing classrooms - The paper closes with open problems and research opportunities for collaborative writing teachers.
• Classroom exercise cycle: select a task, formulate a baseline prompt, submit it to an LLM, then critically analyse the output before revising instructions - The paper's core implementable recipe: students select a task relevant to the story they are working on, formulate the baseline prompt from the relevant table, and submit it to an LLM.
• Classroom Games - Classroom games transform review time into engaging, collaborative activities that motivate learners and reinforce learning through active recall and peer interaction.
• Classroom implementation practices for the GoldList Notebook Method - The article distills teacher takeaways from its classroom observations: keep notebooks in the classroom where feasible to prevent students forgetting them, check notebooks regularly, run distillations
• Classroom Library - A classroom library is a dedicated, curated in-classroom collection of books organized for easy access, designed to increase voluntary reading volume, engagement, and literacy growth.
• Classroom Library Curation - The deliberate selection, organization, and ongoing maintenance of a classroom book collection to match learners' interests, identities, and reading levels.
• Classroom Management - The set of routines, relationships, and environmental structures a teacher establishes to maximize instructional time and minimize disruption.
• Classroom Management with Graphic Organizers - Teachers put the most important policies, procedures, and expectations into graphic form to increase the likelihood that students will follow them.
• Classroom Meetings - A regularly scheduled whole-class forum in which students and teacher collaboratively address community, academic, and behavioral matters through structured discussion and shared decision-making.
• Classroom Movement Breaks - Short, structured physical activity breaks inserted into lessons to restore attention and support learning.
• Classroom Norms - Explicitly co-created expectations for behavior, participation, and interaction that structure how students engage with each other and the work.
• Classroom Norms Co Construction - Learners and instructor jointly draft, negotiate, and ratify the behavioral and discourse norms that govern classroom interaction, rather than receiving them as imposed rules.
• Classroom Norms Co Creation - Students and teacher jointly draft, negotiate, and ratify the behavioral and academic norms that govern the classroom community.
• Classroom PBIS - A school-wide positive behavior framework applied at the classroom level — explicitly teaching expectations, reinforcing them consistently, and using data to reduce problem behavior.
• Classroom Physical Activity Breaks - Short (1–5 minute) movement-based activities integrated into class time to energize learners, calm the group, or redirect attention.
• Classroom Physical Activity Integration - Embedding short bouts of physical movement into academic instruction and classroom routines rather than confining activity to recess or PE.
• Classroom Quizzing with Clickers, Software, or Paper - Frequent classroom quizzing implements retrieval practice within courses.
• Classroom Response Systems - Classroom response systems (clickers) collect every learner's answer to in-class questions, making whole-class thinking visible and enabling immediate feedback and peer discussion.
• Classroom Routines And Procedures - Established, rehearsed patterns for recurring classroom activities that automate logistics so attention and time are freed for learning.
• Classroom Rules And Routines - Explicitly taught, consistently enforced behavioral expectations and procedural habits that structure classroom life and free cognitive resources for learning.
• Classroom Seating Arrangements - Strategically organizing the physical (or virtual) space of a classroom to align interaction patterns, attention, and behavior with instructional goals.
• Classroom strategies for developing student psycho-social supports and academic mindsets - The article recommends classroom interventions to develop secondary teachers' skills at providing psycho-social supports: modeling and social persuasion, providing mastery experiences, explicitly teac
• Classroom strategies to develop metacognition: reflective questions, decision diagrams, thinking aloud, reflective dialogue, and metacognitive argumentation - The article enumerates strategies for promoting metacognitive work at individual and interactional levels.
• Classroom strategy set for supporting students in foster care: buddies, helper tasks, structure, earned rewards, small successes, sincere praise, kept promises, high expectations, clean slates, and assumption-free assignments - Teachers in the discussion groups shared a set of classroom strategies for students in foster care: buddy systems and hand-picked helpful groups, matching each child with a caring adult at school, giv
• Classroom workflow: publish a debugging task, have students run an Evaluation session, and review the exported report and trace alongside the final solution - The article describes a lightweight classroom workflow: an instructor publishes a debugging task with its source, tests, and any custom test-command patterns; students open it in VS Code, run an Evalu
• Classwide Peer Editing - Students review and critique examples of student writing — real or mock — as a whole class, using structured compliment-suggest-correct routines.
• Clear Online Communication - Establishing explicit channels, norms, and response-time expectations for online communication so learners know where to ask questions and can rely on timely instructor responses.
• Clear Structure Presentation - Organizing and presenting content with explicit hierarchical structure — headings, outlines, advance organizers, and signaling cues — so learners can perceive the organization of the material and allo
• Clearly define the role of the coach and support principals in working with math coaches - This strategy addresses the ambiguity of coaching roles in standards implementation.
• Clicker Questions - Structured in-class questions answered by all students via response systems (clickers or equivalents), typically followed by peer discussion and revoting.
• Clinical director as LEA–IHE boundary-spanner managing each partnership - Each Alder–LEA partnership is managed by a clinical director, an LEA employee who is also a clinical faculty member at Alder.
• Clinicians query for consistency in sleep routines and schedules and discuss sleep health with families before formal schooling entry as preventative support for school readiness - A strategy in which pediatricians and clinicians use pre-kindergarten well-child interactions to query families about consistency of sleep routines and schedules, and to provide targeted education and
• Clinicians supporting children with ADHD should take a holistic approach and refer families to services addressing socioeconomic circumstances - The article's discussion recommends that because children presenting with ADHD symptoms are "likely to have complex and often difficult family circumstances", clinicians should take a holistic approac
• Close Reading - Close reading is the repeated, text-dependent analysis of a short, complex passage through multiple purposeful readings, each targeting a different layer of meaning.
• Close the empathy exercise by reflecting on surprises, systemic oppression, and short- and long-term design goals - Step 4 asks teachers to return to their notes and reflect on what stood out and surprised them, what the student identified as computer science needs, inconsistencies between interviews and observatio
• Close the feedback cycle with guided reflection on what was learned (post-noticing stage) - After students complete contrastive-critical framing and transformed practice, the teacher asks them to reflect on what they learned during the entire feedback process, using reflection guides that ex
• Cloud Text-to-Speech API - Cloud Text-to-Speech allows developers to create natural-sounding, synthetic human speech as playable audio.
• Cloze Exercises - Learners complete a text with systematically deleted words, reconstructing meaning from context to strengthen reading comprehension and language processing.
• Cloze Procedure - Learners fill in deliberately deleted words within a text, using context and linguistic cues to reconstruct meaning.
• Cluster-specific engagement and personalization strategies for the six learner profiles - The article proposes a rule-based decision mechanism that, once a learner is assigned to a behavioral cluster, tailors engagement strategy and personalization style to that cluster's characteristics.
• Co Constructing Classroom Norms - Students and teacher jointly draft, discuss, and adopt the behavioral and academic norms that govern classroom life, rather than receiving teacher-imposed rules.
• Co Constructing Rubrics With Students - Students and instructor jointly develop the evaluation criteria and performance-level descriptions used to assess their work.
• Co Creating Classroom Norms - Involving learners in generating, discussing, and ratifying the behavioral and interactional norms that govern a classroom community.
• Co-Construct Rubrics - Learners and instructor jointly develop the evaluation criteria and performance-level descriptions used to assess a task, before the task is completed.
• Co-constructing Knowledge - Co-constructing knowledge involves teachers and students dialoguing and building understanding together, rather than teachers transmitting content for students to receive.
• Co-create contextualized AI literacy policies via multi-stakeholder task forces with phased roadmaps - The brief recommends that districts address AI literacy gaps through comprehensive institutional strategies prioritizing infrastructure and human capacity.
• Co-create micro-intervention repertoires with generative AI through a seed-request-refine prompt sequence, with the instructor curating output - The article proposes a three-step AI collaboration protocol: seed the context (subject, audience, emotion, situation), request interventions that "a) validate the feeling, b) normalize the struggle as
• Co-design AI policies with students through open dialogue rather than enforcement and surveillance - This strategy recommends that instructors move away from enforcement- and surveillance-centered AI policies and instead "explicitly co-design AI policies with students in their classes." Through open
• Co-design and validate context-aware AI through DBIR blended with user-centered design in privacy-preserving enclaves - The article's application, testing, and validation strategy is to bring stakeholders together to co-design the LC and implement it in AI instructional tools using a design-based implementation researc
• Co-design investment approaches matched to a community's developmental phase - The article recommends that funders "engage with communities to co-design investment approaches that better match communities' current and future assets and needs based on their developmental phase."
• Co-design professional learning with educators as panelists and moderators - The series invited educators during registration to volunteer as panelists or breakout moderators, then prepared selected volunteers in a pre-Edcamp background building session with a content expert,
• Co-Design Tools for Standards and Interest Balancing - A sequence of concrete co-design tools — standards unpacking, backward-designed explanations, demographic-disaggregated student interest surveys, and rehearsed unit launches — that a mixed team of tea
• Co-designed recommendations for education/training providers: partnerships, wrap-around supports, and equitable recruitment - Worker and learner participants co-designed recommendations for education/training providers across four themes: increase awareness and exploration, improve access to educational and training opportun
• Co-designed recommendations for employers: equitable hiring practices, inclusive work culture, and continued upskilling support - Worker and learner participants co-designed recommendations for employers across awareness, training access, equitable recruitment and hiring, and career entry, advancement, and retention.
• Co-develop the toolkit with districts and refine it iteratively across cohorts - The partnership builds the toolkit through joint development with participating districts rather than delivering a fixed product.
• Co-Developing Mathematics Tasks from an Informal Educator's Everyday Problem - A task-development route the article illustrates with the Quilt Problem, showing "informal educators as curriculum developers who capture emerging learning opportunities from everyday practice and tea
• Co-diseño receptivo con estudiantes y trabajadores HSE para tecnologías de transición - El informe emplea metodologías receptivas y experiencias co-diseñadas para incluir a estudiantes y trabajadores de comunidades HSE en el diseño, desarrollo y prueba de tecnologías LER, dado que rara v
• Co-teach the literacy unit by combining mild and intense interventions methods courses for six weeks - Two faculty members, one specializing in severe disabilities and one in mild disabilities, combined their respective methods courses for six weeks and co-taught the literacy unit so candidates in both
• Co-Teaching and Collaboration - Content teachers and language specialists jointly plan and deliver lessons that integrate content objectives with explicit academic-language objectives.
• Coach confident defending behaviours through the Confident Behaviours Exercise - Because children who bully tend to pick on children with low status in the social group, and low-status behaviour may cue peers that a child is not confident (poor eye contact, fidgety gestures, poor
• Coach schools on both behavior and academic MTSS practices rather than behavior alone - The report's discussion recommends a combined coaching focus: the WestEd model "does not focus exclusively on SWPBIS; instead, it focuses on coaching schools on both behavior and academic MTSS practic
• Coach students in self-directed strategies for asynchronous simulation: start early, take notes, practice in learning mode, and print protocols - Participants generated peer advice for future students in a computer-based, asynchronous simulation course.
• Coach youth to recognize problem-solving opportunities, master effective heuristics, and bolster motivation through collaboration - The article recommends that pedagogical perspectives promoting practical application of science in non-school contexts — STSE and action research, science for social justice, activism in the curriculu
• Coach-the-coaches model for sustaining teacher professional learning implementation - The SWELL approach provides "coaching and technical assistance to coaches who will support teacher implementation" of Write to Succeed, rather than coaching teachers directly.
• Codebook development, theme generation, and community validation of findings - Phase 3 analysis guidance has teams familiarize themselves with transcripts, create an initial codebook documenting 'each code's meaning and application', and code with an Excel template or qualitativ
• Cognitive Apprenticeship - A strategy that makes expert thinking visible through modeling, then supports learners through coached practice, articulation, reflection, and exploration as they move toward independent performance.
• Cognitive performance training embedded in operational scenarios under fatigue - The review recommends shifting cognitive training from isolated drills toward conditioning relevant to mission demands.
• Cognitive Strategy Instruction - Explicitly teaching learners cognitive strategies — such as summarizing, self-questioning, or problem decomposition — so they can independently perform complex cognitive tasks.
• Cognitively Demanding Tasks - Tasks that require learners to engage in non-routine reasoning, make connections among concepts, and explain their thinking rather than reproduce memorized procedures.
• Cognitively Guided Instruction - A teacher professional development approach in which instruction is planned around detailed knowledge of how children naturally think about and solve mathematics problems.
• Coherence - Removing extraneous words, images, sounds, and decorative material from instruction so that working memory is spent on the essential content.
• Cold Call - The instructor calls on a named student to respond publicly, rather than waiting for volunteers, to increase participation, accountability, and retrieval practice.
• Cold Call To Sample Pair Responses - After pair work, the instructor cold-calls students to report their pair's answer, making pair discussion accountable and giving the class a sample of peer reasoning.
• Collaborate with local knowers and socially validate interpretations through community-based discourse - The article recommends that, within progressive ideologies such as standpoint epistemology and critical pragmatism, inquiry into valued thinking should involve scientists collaborating with "local kno
• Collaborate with school staff and allied health professionals when developing school-based mental health literacy programs - The article recommends initiating collaboration with key stakeholders such as school staff and allied health professionals during program development to ensure needs are addressed and programs are fea
• Collaborate with stakeholders and with ethicists and lawyers to enable classroom eye-tracking under data-protection law - To prevent researchers from withdrawing from classroom eye-tracking and retreating to artificial laboratory scenarios with adult university students, the article recommends that educational scientists
• Collaborate with stakeholders from the priority community throughout evidence building - The checklist directs users to carry out the evidence-building process in collaboration with stakeholders from a priority community.
• Collaborative Annotation - Learners collectively annotate a shared text or artifact, adding comments, questions, and highlights that others can read and respond to.
• Collaborative Autoethnography for Teacher PD - Teachers write individual autoethnographic reflections on a recurring prompt, then collectively read, annotate, and discuss the full set of reflections to surface shared themes from their own practice
• Collaborative Creation of Exemplars - After completing collaborative problem-solving tasks, learners examine leveled exemplars of responses and identify the characteristics of each level, then co-construct anchor charts that make quality
• Collaborative Critique and Redesign of Flawed Studies - Small groups evaluate a flawed psychological study reported in a popular source (newspaper, TED talk, podcast), then design a better study to test the same claim — forcing engagement with the epistemi
• Collaborative cross-cultural research agenda for validating AI-enabled pedagogical accompaniment - The authors call for a coordinated agenda to move the framework beyond exploratory prototyping.
• Collaborative Group Work - Structuring learning tasks so small groups of students work interdependently toward shared goals, with individual accountability and defined roles.
• Collaborative Group Work in PBL - In project-based learning (PBL), collaborative group work involves intentionally structuring activities so students work interdependently toward common goals, with defined roles, accountability, and l
• Collaborative Human-AI Revision Design embedding prompt engineering across drafting, feedback, and rewriting phases - The article proposes a "Collaborative Human-AI Revision Design" that systematically embeds prompt engineering into three writing phases.
• Collaborative Learning - Learners work in small groups toward shared goals, co-constructing understanding through discussion, negotiation, and joint problem-solving.
• Collaborative Learning Space Design - Intentionally configuring the physical environment — furniture, seating, sightlines, and reconfigurability — to support group work, interaction, and active participation.
• Collaborative Margin Comments - Learners and instructors give and receive feedback directly in the margins of shared documents using collaborative platforms such as Google Docs or Microsoft Word Online.
• Collaborative Peer Review - Learners exchange structured feedback on each other's writing to improve drafts and develop evaluative judgment.
• Collaborative Problem Solving With Sticky Notes - Learners individually solve a problem on sticky notes, then share and discuss their responses in small groups to build a synthesized "best possible answer."
• Collaborative Storytelling - Learners work in pairs to create a story by responding to guiding questions, alternating individual thinking with negotiated joint writing.
• Collaborative Storytelling with Guiding Questions - Students work in pairs to co-create a narrative by responding to a sequence of guiding questions, with individual thinking preceding pair negotiation, culminating in a written, illustrated, and orally
• Collaborative Writing - Learners work together through the entire writing process—planning, drafting, revising, editing, and publishing—producing shared texts of higher quality than they typically achieve alone.
• Collaborative Writing with Online Platforms - Students jointly compose, revise, and give feedback on texts through digital co-authoring tools such as Google Docs, leveraging real-time editing, commenting, and version history.
• Collect early objective and subjective program feedback - This strategy calls for gathering both objective and subjective feedback early in a program's implementation, including internal and external graduate program reviews.
• Collect My Data - Learners choose a category of items to collect data on, create tally charts to record observations, and then graph the data to visualize findings.
• Collect three kinds of artifacts: learning stories, wins, and lessons learned - The collect step names three artifact types.
• Collective Data Analysis - A collaborative, iterative process in which a group makes sense of shared data together — identifying themes, outliers, and implications — rather than analysis being done by an individual or an author
• Colleges can adopt evidence-based support practices—wrap-around advising, proactive advising, non-tuition financial support, co-requisite courses, early alert systems, and disaggregated data—to improve completion - The report's Implications section lists evidence-based approaches colleges are already using that other colleges can learn from, including "Providing a point person for students, particularly first-ge
• Color Coded Text Marking - Learners systematically mark text with a fixed color scheme (e.g., one color for claims, another for evidence) to direct attention to text structure and support active comprehension.
• Color-Coded Supplies - Assigning consistent colors to subjects, tasks, or paper flows so learners can identify, sort, and manage materials with minimal search and deliberation.
• Comanaged initiative governance with a cross-sector Children's Cabinet - The consortium designated comanagers—a district administrator and an external consultant—who "lent necessary administrative capacity and visionary leadership," embracing adaptive and collaborative lea
• Combination of Strategies - Combining two or more calming sensory strategies to create a more comprehensive and effective approach to self-regulation.
• Combine accurate AI labor-market information, employability-building activities, and growth-oriented career support for students facing AI employment threat - The article recommends that universities help students develop "a more accurateappraisal of AI-related career change" by providing occupation- and major-specific information about which tasks are expo
• Combine AI-based feedback on early drafts with human feedback on later drafts, and teach students to evaluate AI feedback critically - The authors recommend deploying generative AI feedback in writing instruction in ways that maximize its strengths (instantaneous, iterative, no training corpus) while minimizing its limitations (inacc
• Combine bottom-up co-design with top-down executive sponsorship, cross-unit collaboration and dedicated R&D capacity to embed institutional GenAI - The article's lessons-learned set for embedding GenAI at institutional scale: bring together diverse experts and facilitate their collaboration; secure senior institutional oversight so innovation ali
• Combine cognitive tasks and ecological teacher questionnaires when measuring children's inhibition for academic research - The article recommends measuring inhibition with both experimental tasks and teacher ratings, because "both types of measures capture unique and important aspects of inhibition." Teacher ratings were
• Combine conflicting-document discussion, declarative source knowledge, and contrasting-case practice to train source evaluation - The article proposes a training recipe for source evaluation skills that "seems to combine: a) the identification of conflicting information dealing with the same topic, b) explicit declarative knowle
• Combine curriculum redesign, in-person counseling and mentoring, and technology platforms to support health career students - Virginia RETHINKS pursued student success in health sciences through a bundle of strategies: redesigning and creating curriculum in developmental education and health-related courses, offering in-pers
• Combine data-driven and expert-driven approaches, and add a filter network, to mitigate non-factual output in automated feedback - The article recommends hybrid approaches to address the drawbacks of data-driven feedback generation, which the authors describe as data hungry and not always controllable.
• Combine early phonological awareness training with training of the precise number-word sequence to prevent math difficulties - A discussion-section recommendation for children whose phonological awareness deficits are diagnosed in kindergarten: because such deficits appear to underlie Geary's semantic memory subtype of mathem
• Combine element identification, rubric design, peer assessment and role-playing on socio-scientific issues to train argumentation competence - The training programme combined four strategies to help improve PESTs' argumentative competence: identification of the essential elements in a written argument, designing evaluation rubrics based on a
• Combine existing school climate instruments with theoretically aligned SEL modules rather than developing new measures - To address the scarcity of explicit SEL measurement without adding to the overabundance of near-duplicate instruments, the review recommends pairing school climate measures with SEL surveys developed
• Combine formative assessment information with MAP Growth scores for instructional decisions - Because formative assessment is not designed to measure growth over time, the article recommends that teachers "combine the formative assessment information with MAP Growth scores to make data-informe
• Combine free-recall tasks followed by short-answer questions to cover both broad understanding and key information - For materials with some very important information where overall understanding also depends on broad knowledge, the article recommends applying both task formats: "students might first work on free-re
• Combine full-time occupational enrollment with intrusive advising, financial support, and basic skills instruction - The report describes an implementable package of supports: "Project QUEST is comprised of several components, including a comprehensive intake process, full-time enrollment in an occupational program,
• Combine GAI tools with traditional methods in a hybrid approach to balance efficient collaboration and critical evaluation - The article recommends a hybrid approach in which GAI tools streamline collaborative production while traditional methods preserve deeper critical engagement.
• Combine HOCS clicker questions with other critical-thinking techniques rather than relying on them alone - Because practice with HOCS clicker questions did not improve HOCS exam performance, the article recommends that instructors "combine HOCS clicker questions with other pedagogical techniques known to a
• Combine holistic with analytic scores as a complementary approach to enhance rating validity - The article relays a recommendation, attributed by its authors to prior work, that rating validity can be improved by pairing grading modes rather than choosing one: "a way to enhance rating validity
• Combine implicit and explicit word instruction, ensure repeated exposures, and use interesting topics and delayed-feedback review to support vocabulary learning - The review's conclusion offers teachers a set of implementable moves: "it is more effective for teachers to combine both implicit and explicit instructions on the target words", teach word formation k
• Combine in-class demonstrations, weekly grade-level meetings, and monthly individual coaching visits for all teachers - CFC's delivery model combines three recurring coaching activities: district coaches provide in-class demonstrations, weekly grade-level meetings, and individual monthly visits to all teachers each mon
• Combine in-school and out-of-school data sources to understand and support students flagged as at risk - The report recommends an approach in which local education agencies use both in-school data and out-of-school data—human services involvement and public benefit receipt—to understand why students are
• Combine individual and organisational interventions, plus burnout awareness-raising, to protect achievement - The article recommends that educators make the implications of burnout clear to teachers and students, arguing that "increasing burnout awareness (and literacy) will likely be an effective first step"
• Combine inductive content analysis with deductive NPT-domain coding, supported by reflexive journalling and peer supervision - The protocol's analytic recipe pairs open coding with theory-driven mapping.
• Combine inter-learner rankings with intra-learner diagnostics in assessment and feedback - The authors' forward-looking recommendation for deploying analytic assessment: while inter-learner rankings provide essential comparative data, they should be paired with the self-referential, within-
• Combine LA implementation with a pedagogically matched teaching or learning model and full teacher introduction - The review's practice recommendations state that "LA implementation should be combined with a pedagogically matched teaching or learning model" and that "Teachers should not have to use tools they hav
• Combine live cohort sessions, self-guided application, peer coaching, and virtual office hours in literacy professional learning - The program's delivery model combines several professional learning activities: "Program participants attend live professional learning sessions with a dedicated cohort, complete self-guided learning
• Combine log-derived behavioral engagement measures with process data and self-report to assess learner engagement in AI-supported practice - The article's future-directions section recommends extending its observed practice effort approach: "Future work could combine such measures with process data (e.g., timing, revision behavior) or self
• Combine metacognitive scaffolding with computerized process-based training of executive attention to boost cognitive and neural benefits in young children - This strategy pairs social scaffolding and metacognitive strategies with computer-based process-based training of executive attention.
• Combine metacognitive strategy information with motivational interventions that increase task value, and reduce need frustration - The article recommends that self-regulated learning interventions should not rely on metacognitive information about strategy effectiveness alone, because expectancies and values spur motivation multi
• Combine MLL and non-MLL early-grade test scores into a common latent scale to obtain an unbiased view of literacy growth - Districts can use the latent-score linking approach to combine scores across the different assessment systems that multilingual learners and non-MLLs take, avoiding bias from students moving between s
• Combine monetary inducements with group-based competition for cash rewards to motivate lower-class adolescents - The paper proposes dividing students into groups of three, four, or five, constituted by teacher assignment or student preference, competing for cash rewards against one another or against a uniform s
• Combine movement specifically with conditional letter-sounds for children who already master standard sounds - Based on the finding that the intervention effect was concentrated on conditional letter-sounds, the authors recommend that "teachers specifically work in the combination of movement and conditional s
• Combine needs-based and pre-taught approaches when introducing social skills to cooperative groups - The digest describes two basic approaches to introducing social skills: the teacher observes cooperative groups, determines the specific skills needed, and introduces them on a needs basis; or specifi
• Combine observational measures with other methods in formative evaluation of preschool-through-third-grade programs, keeping them free of high stakes. - The paper recommends assessing young children's progress through observational measures that span preschool to elementary ages, used for formative evaluation rather than accountability.
• Combine personalized planning materials, student text messaging, and advisor training webinars to enhance college advising - This strategy pairs student-facing supports (personalized planning materials and text messaging) with advisor-facing training webinars to improve college advising.
• Combine process-oriented analysis with cognitive load measures to determine which transaction costs are germane or extraneous for learning - The article recommends that researchers examine the collaborative process for indicators of interindividual communication and coordination, such as maintaining common ground, engaged response, and dis
• Combine psychologically informed, ethically grounded, and institutionally supported interventions to reduce AI-assisted academic dishonesty - Because the study found AI-assisted dishonesty to be a multilevel outcome shaped by psychological vulnerabilities, cheating tendency, AI use, and socio-contextual factors, it recommends interventions
• Combine public information campaigns, continuous staff education, and direct outreach to identify students experiencing homelessness - Study districts increased self-referrals and staff referrals through several implementable channels.
• Combine quantitative RAGAS metrics with human rubric-based claim auditing to detect hallucination and weak grounding in LLM-assisted forum analysis - The article recommends evaluating LLM-generated analytical responses with both automated metrics and structured human review, because "automated scores alone may not fully capture weak grounding, retr
• Combine real people and artificial agents as complements in blended learning environments - The authors state that pedagogical agents complement the roles of humans in the learning process and should not be viewed as taking the place of them.
• Combine resources across guide sections for the most fruitful results - The guide's concluding comments urge users to employ both a critical and a creative approach and to combine resources from different sections.
• Combine scripting with awareness measures to tailor collaboration scripts to the dyad - Building on the finding that scripting and awareness prompts were kept as separate conditions, the editors propose that researchers go beyond affirming possible positive effects and guide designers on
• Combine standardized tests and naturalistic classroom observations (mixed methods) when assessing oral communicative competence - The review recommends that future studies combine methods, because standardized tests and classroom observations have complementary strengths.
• Combine structural policy levers with caregiver well-being and psychological-resource supports to enhance interaction quality - Based on the meta-analytic findings, the review recommends that "Policies and interventions that both address structural conditions and support caregivers' well-being and psychological resources are m
• Combine summer professional development with school-year on-site coaching and provision of complete instructional materials - The article's implementation model pairs a 2-week summer training session with on-site coaching during the school year and provision of all necessary materials in rotating kits.
• Combine system logs, eye-tracking, and speech recognition to capture professional performance, communication, and collaboration for automated feedback in full-mission simulator training - The article proposes an MMLA design using three technologies: system logs capturing navigational actions such as speed, "angle of turns", and distance between vessels; eye-tracking capturing "area of
• Combine test scores with grades, physical examination and interests as an index for vocational guidance - The article proposes that because test scores vary widely from class standings, testing gives examiners insight into capacities grades miss.
• Combine top-down theoretical and bottom-up empirical approaches when developing domain-specific heuristics - The article recommends that developers of new domain-tailored heuristics "combine top-down (theoretical) and bottom-up (empirical) approaches to address both pedagogical and domain-specific requiremen
• Combine traditional and nontraditional approaches to family engagement for ELL families - This strategy pairs conventional engagement methods with nontraditional outreach so that schools can reach ELL parents effectively.
• Comfortable Learning Spaces - Designing physical learning environments that feel welcoming, low-threat, and physically comfortable so learners can settle into sustained engagement.
• Commission a dedicated national design report before evaluating supplemental literacy programs at scale - The article exemplifies a strategy of producing an explicit design report prior to conducting a large-scale program evaluation.
• Commission Heartland-specific AI adoption data collection covering agriculture and the smallest firms - For policymakers and funders, the brief recommends commissioning a Heartland-specific survey covering agriculture and the smallest firms, since Census BTOS excludes farms entirely and underrepresents
• Commission independent government investigations of whether high-impact tests predict what they are supposed to - Testimony at the hearing recommends that Congress direct the Department of Education to audit the predictive validity of standardized tests that have major impacts on students.
• Commission research on how charter schools and vouchers affect traditional public school achievement, with next steps identified for the field - The brief proposes a research agenda alongside its evidence summary.
• Commit at the district level to computing pathways that are cumulative, consistent, and competency-based across K-12 schools - The report's second commitment is district leadership commitment rather than school-to-school variability.
• Common Ground Group Assignments - Designing collaborative tasks that surface learners' shared interests, values, or goals to build belonging and productive teamwork.
• Common Language for Multimodal Composition - Creating a shared vocabulary or metalanguage empowers learners to analyze and discuss their multimodal composition process.
• Communicate course structure and expectations early to support students' self-efficacy at course start - The article recommends that, because initial self-efficacy predicts early task interest and first-test performance but standard socio-cognitive supports (mastery or vicarious experiences) take time, i
• Communicate High Expectations and Provide Appropriate Support - Explicitly conveying confidence in learners' ability to meet demanding standards, paired with calibrated scaffolding that makes those standards reachable.
• Communicate Quickly and Easily Through Mobile Apps - Mobile apps like Remind provide a quick, low-friction channel for parents, teachers, and students to communicate about progress, assignments, and school activities.
• Communicating High Expectations - Explicitly conveying to learners that they are capable of meeting ambitious standards, and pairing that message with the support needed to reach them.
• Communicating Positive Expectations - Deliberately conveying high expectations and belief in learners' capabilities to trigger self-fulfilling prophecies that raise performance, motivation, and persistence.
• Communication Boards - Communication boards are visual aids that display symbols, pictures, words, or phrases to help individuals with limited or no verbal communication express their thoughts, needs, and ideas.
• Community arts organizations should diversify services and form strategic partnerships with schools to remain relevant under dedicated arts funding - The report recommends that community arts organizations facing dedicated school arts funding strategically broaden their offerings beyond direct student programming.
• Community Building - Deliberate design of interpersonal structures, norms, and shared activities that create belonging, trust, and mutual accountability among learners.
• Community Building Circles - A structured, round-robin discussion format in which learners take turns responding to a shared prompt to build trust, belonging, and classroom community.
• Community Connect meetings to coordinate out-of-school resources for students - BARR includes "Community Connect meetings ...
• Community Involvement - Involving families, community members, and online communities in learning to increase engagement, belonging, and authentic purpose.
• Compare and Contrast Sources - Present learners with multiple sources on the same topic and have them compare and contrast the information presented.
• Compare CBE program participants with students in traditional online and brick-and-mortar programs at the same colleges - The evaluation's design compares CBE participants' education and employment outcomes "to those of students enrolled in traditional online and brick-and-mortar information technology programs at the sa
• Compare growth estimates from IRT scoring models that do and do not account for response styles when evaluating longitudinal survey scores - The article's method is to score surveys two ways and compare: "we scored surveys using item response theory (IRT) models that do and do not account for response styles, and then used those different
• Compare the restructuring-strategy approach against other word problem training approaches in future research - The article's stated implication is that "The approach should be compared to other approaches to foster word problem solving." Because the feasibility study used only a neutral control group in which
• Comparing Contrasting Cases - Learners study two or more deliberately varied cases side by side and articulate the differences, making deep structural features visible before instruction.
• Comparing Multiple Solution Methods - Learners compare and contrast multiple solution methods for the same problem, as opposed to studying one method at a time.
• Compassionate Curiosity - Act as a non-judgmental investigator to better understand students and respond with empathy.
• Competency Based Learning - Learners advance by demonstrating mastery of defined competencies rather than by accumulating seat time, with assessment and pacing tied to evidence of proficiency.
• Competency Based Progression - Learners advance through a curriculum by demonstrating mastery of defined competencies rather than by seat time or course completion.
• Complement AI tutoring with group recitations or instructor guidance rather than treating it as a replacement for human instruction - The authors recommend that AI Socratic tutoring be embedded alongside human instructional structures.
• Complement classroom observation research with student and teacher self-report data to obtain a comprehensive view of SRL support - Based on its review, the article stresses "the necessity of complementing classroom observation research with data gathered from student and teacher self-report in order to obtain a comprehensive view
• Complement deep-processing cognitive prompts with practice testing, distributed practice, and metacognitive or motivational prompts to support long-term retention - Based on the fading of the deep-prompt advantage at follow-up, the authors recommend extending the prompting strategy rather than abandoning it.
• Complement experimental scale-up research with design and improvement methods such as RPPs, DBIR, and Networked Improvement Communities - The chapter describes a set of complementary methods focused on the design dimension of scaling, recognizing that scale involves designing an approach to be adaptable and robust across varied environm
• Complement lesson study with a theoretical perspective on learning so teachers can plan individually with the theory - The article argues the need "to complement a lesson study with a theoretical perspective on learning" because teachers are then given the opportunity to make use of the theory when planning instructio
• Complement outcome measures with continuous process measures to assess social effects and enable adaptive pedagogical agents - The article recommends that research on pedagogical agents move beyond performance and post-hoc motivation measures by introducing objective, non-obtrusive process measures — eye movement, pupil dilat
• Complete Scripts of Academic Routines - Provide scaffolding, like speech examples, for discourse routines that may not be obvious to learners.
• Completion Problems First - Learners begin with partially completed problems (completion problems) before moving to full problem solving, bridging worked examples and independent practice.
• Complex Instruction - A pedagogy that redefines who is 'smart' by utilizing multi-ability access points, norms and roles that support interdependency between learners, and attention to status and accountability for learnin
• Compose LKT models by starting with a student-ability feature, adding KC/item difficulty intercepts, then adding and splitting dynamic learning features - The article recommends a stepwise procedure for building a learner model from scratch in LKT.
• Composition Projects Multimodal - Learners create original compositions that combine multiple modes — text, image, audio, video, spatial design — to demonstrate understanding and communicate to real audiences.
• Compound Word Study - Begin teaching how to spell multisyllable words by beginning with compounds.
• Comprehension Checks - During reading activities, instructors periodically check for understanding by asking targeted questions.
• Comprehension Monitoring - This strategy involves the ability of readers to know when they understand what they read and to use strategies to improve their understanding when it is blocked.
• Comprehensive School Physical Activity Programs - A whole-school framework that provides students with multiple opportunities for physical activity before, during, and after school.
• Computing instructors should approach GenAI slide generation as programmers: work iteratively with coding assistants and text-based slide toolchains - The article recommends that computing instructors treat GenAI content creation like programming work: "computing instructors think of themselves as programmers first", iterating with prompts, highligh
• Concentrate AI-edtech adoption priorities through collaborative networks that share tools, policies, and evaluation practices - The brief recommends that state and district leaders scale and sustain AI-enabled edtech adoption through formal or semi-formal partnerships across educational jurisdictions.
• Concentrate beginning foreign language instruction on listening and speaking - The article recommends that beginning foreign language learning be concentrated on the natural stage, stating that "The natural stage, which is where the beginning learning should be concentrated, is
• Concentrate greater resources on a smaller number of schools selected partly for implementation capacity - A lesson drawn from the Challenge's experience: "it may be more effective to concentrate greater amounts of resources on a relatively small number of schools that are selected in part for their capaci
• Concentrate professional development support at the point of intention–behaviour translation through clinically embedded coaching - Derived from hypothesis H12 (capability moderates the intention–behaviour link), this strategy holds that professional development should not end once favourable intentions are formed.
• Concentration tests on originals under deliberate distractions, with and without unusual distraction conditions - To test concentration, the article proposes timed work on originals requiring concentration under definite distractions such as the ticking of a metronome, the reading aloud of an interesting book, or
• Concentric Circles - Learners form two facing circles (or lines) and rotate through brief structured peer discussions, meeting a new partner for each question.
• Concept Discovery Through Examples and Non-examples - Expose learners to a wide range of examples and non-examples and allow them to discover the concept through guided comparison and classification.
• Concept Mapping - Concept maps are visual tools that help learners organize and articulate what they know about a given concept or topic.
• Concept Probing - Asking diagnostic questions that surface learners' prior conceptions, intuitions, and misconceptions before or during instruction.
• Conceptual Change - Instruction designed to replace learners' intuitive but inaccurate prior conceptions with scientifically accurate ones, typically by surfacing misconceptions and creating cognitive conflict.
• Conceptualize feedback as a dynamic process and collect data that directly investigates that process - The second step urges researchers to treat feedback not as a static treatment but as an unfolding process, and to gather data aimed at that process itself.
• Conclude with a choreography-and-analysis final project in place of a final exam - In lieu of a final exam, student groups create a simple choreography, record and analyze its components with the tools developed over the quarter, perform it, give a talk on their analysis, and perfor
• Concrete actions for mathematics educators: focus on ideas over words, engage students in defining early, connect multiple representations, extend to formal definitions, and nurture the genre of definition - The brief closes with concrete, specific actions mathematics educators can take when planning learning opportunities for English Learners: think about the mathematical ideas rather than the words, cho
• Concrete Examples - Grounding abstract concepts, principles, or procedures in specific, tangible instances that learners can examine before generalizing.
• Concrete-Representational-Abstract (CRA) - CRA is an instructional approach that uses concrete materials, visual representations, and abstract symbols to teach math concepts.
• Conditioning Natural Reinforcers - Conditioning a natural reinforcer is the deliberate practice of using extrinsic reinforcers to get a behavior started, then fading them so control transfers to the natural, intrinsic consequences the
• Conduct a data-intensive Pathways Analysis during the planning year to locate loss and momentum points - The guide recommends that each cadre conduct a data-intensive Pathways Analysis early in the planning year, in partnership with the Community College Research Center, JBL Associates, and the RP Group.
• Conduct a family engagement needs assessment as the first step in planning - The playbook prescribes a needs assessment as "an initial and essential step in developing a tailored family engagement plan." It uses surveys, focus groups, interviews, and analysis of existing data
• Conduct a large pilot study to validate effectiveness with high confidence - Phase 4 of the checklist prescribes a specific implementable activity: conduct a large pilot study and demonstrate with a high degree of confidence that the solution leads to improved outcomes for stu
• Conduct a larger-scale, statewide study of mentoring features and retention to detect small or moderate relationships - The report recommends scaling up evidence generation: "A larger-scale study, such as one that includes all first-year teachers in the state, could more reliably identify small or moderate relationship
• Conduct a needs assessment combining baseline district data and projective opinion data before designing a middle school - Under the CMP, planners gather two types of data before redesign: baseline data from district records (attendance, achievement analyses, mobility, attitudes) and projective data based on the perceptio
• Conduct a resource allocation review to connect identified needs, evidence-based strategies, and resource allocation methods - The resource allocation review (RAR) is a systematized process for SEA leaders to support LEAs in reviewing resource planning and alignment to address inequities.
• Conduct a small pilot study to assess early evidence of success before full validation - Phase 3 of the evidence-building process prescribes running a small pilot study as the mechanism for early evidence gathering.
• Conduct a smaller sequence of rapid-cycle studies that build on one another instead of planning a single large confirmatory study - The report recommends an iterative approach in which researchers use existing data, then run smaller studies that build upon one another.
• Conduct admissions as a gradual therapeutic process examining needs, forming relationships, involving supports, and celebrating arrival - This strategy replaces the brief procedural intake with a phased, therapeutic admission.
• Conduct an organizational M&E self-assessment early in the research cycle to target external support - The article recommends that an organization conduct a self-assessment of its existing measurement and evaluation capacity using the inventory, with the goal of identifying priority areas for support f
• Conduct ed-tech pilots by articulating the instructional need, setting clear product-review criteria, involving educators in planning, supporting educators throughout, gathering data from all users, deciding from data, negotiating purchasing options, and sharing results - This strategy packages the eight best practices Digital Promise identified for district ed-tech pilots: articulate the instructional need, use clear criteria to review products, involve educators in p
• Conduct empathy interviews as story-based conversations in comfortable, student-chosen settings - The guide distinguishes the empathy interview from a regular interview through six conduct practices.
• Conduct empathy interviews to understand user experiences with technology - Empathy interviews are "open-ended conversations with a predetermined protocol" that help educators build relationships with learners and understand their needs and identities.
• Conduct field studies of GenAI-assisted coding under realistic development conditions, explicitly accounting for team structure, project complexity, and organizational processes. - The article recommends that future productivity research place more emphasis on field studies conducted under realistic development conditions, in contrast to controlled laboratory settings.
• Conduct focus groups to hear firsthand from multiple partners and build shared understanding beyond the numbers - Focus groups let leaders "hear firsthand from multiple educational partners and create an environment in which participants can build on each other's ideas." Qualitative data from focus groups helps l
• Conduct heuristic evaluations of adult learning technologies using the 19 design guidelines - The article contributes "A method for conducting heuristic evaluations of adult learning technologies using these guidelines", demonstrating that "the utility of these guidelines" can be shown "throug
• Conduct longitudinal, multi-setting research on bilingual language policy in action - The article recommends that future research move beyond its document-based meta-analysis by investigating "bilingual language policy in action from multiple settings and from larger subjects." It furt
• Conduct methodologically comparable experimental studies of acute PA and attention in school settings - The review's central recommendation is that future research should strengthen the thin evidence base by conducting experimental studies with comparable methodology, especially in schools.
• Conduct more controlled group studies of adolescent word-reading approaches to identify differentially effective methods - The article's forward-looking research recommendation is that "More controlled group studies are needed to better understand which approaches are differentially effective" for adolescent word reading.
• Conduct more CSCL research at scale in authentic settings and follow collaborative learning over longer periods - As directions for future work, the article calls for studies involving many participants in authentic settings and studies following collaborative learning over longer periods of time.
• Conduct more rigorous studies of instructional and support strategies for adult learners - The report's forward-looking recommendation is that the field conduct "more rigorous studies" of adult education strategies.
• Conduct one-on-one empathy interviews with open-ended questions to uncover root causes of system challenges - Empathy interviews are "one-on-one conversations that use open-ended questions tailored to elicit input and personal stories about a topic." They offer deeper questioning than typical engagement activ
• Conduct readiness checks and align systems to local student need before replication, expansion, or merger - The report recommends concrete pre-expansion steps: "Prior to a decision to expand or replicate, conduct a readiness check* to identify the strengths and weaknesses of the school's program, the networ
• Conduct research in partnership with educators on equity problems educators prioritize - This strategy makes schools or instructors full partners in research, linking the school's improvement goals to the research purpose.
• Conduct second-generation active learning research using carefully constructed comparisons that isolate specific course features - Building on the review's taxonomy, the authors recommend that researchers "conduct second-generation research that analyzes which types of active learning and instructor behaviors are the most effecti
• Conduct universal mental health screening with the Student Risk Screening Scale to inform intervention - The district implemented a universal screening process using the Student Risk Screening Scale (SRSS) to gather information about students' mental health and inform intervention.
• Conduct voluntary, pair-based teacher home visits focused on hopes and dreams across a cross-section of students - This strategy implements PTHV's five non-negotiables as concrete practices for schools adopting home visits.
• Conferencing - One-on-one or small-group conversations between instructor and learner used to give individualized feedback, diagnose understanding, and plan next steps.
• Confidence Based Quizzing - Learners answer quiz items and simultaneously rate their confidence, with scoring or feedback adjusted to reward accurate self-assessment as well as correct answers.
• Configure the level of AI assistance per assignment according to learning objectives - The article recommends treating AI access as a configurable dial rather than a binary permission.
• Conflict De Escalation - A set of verbal and behavioral techniques for lowering the intensity of interpersonal conflict so that learning can resume and relationships are preserved.
• Confront Fears - A strategy in which learners identify, decompose, and systematically approach feared situations or tasks, reducing avoidance and building self-efficacy through graduated exposure and cognitive reappra
• Connect computational thinking to local maker and problem-solver heritage to teach it responsively to local culture - The project's guiding hypothesis is that computational thinking should be taught not just as essential computing skills but in ways relating it to "the maker, tinkerer, innovator, problem-solver herit
• Connect computer science learning to Appalachian ingenuity and community identity to move it from novelty to change - The presentation's current guiding question is connecting computational thinking with what district leader Neil Arnett calls Appalachian ingenuity: asking "Who are the community makers?
• Connect Content To Student Lives - Linking academic content to students' personal experiences, cultural backgrounds, and communities so that new material feels relevant and meaningful.
• Connect home and school learning through a family guide linking playful everyday science activities to classroom instruction - The program connects home and school learning by giving families a digital guide of brief, playful activities grounded in everyday experiences, plus material to help parents and caregivers "feel prepa
• Connect learners with external collaborators - Teachers make connections with keypals on the network or local volunteers in the school district, then act as learning supporters to encourage collaborative learning around those connections.
• Connect Math to Student Strengths - Help learners understand how math is used in ways that relate to their personal strengths by relating math to student interests.
• Connect participating families to community resources and act as family-school liaisons - The article describes Compass Care staff as family advocates and liaisons who bridge the communication gap between families and schools.
• Connect Prior Knowledge to New Learning - Building connections to prior understandings and experiences helps learners integrate new information into their existing knowledge base.
• Connect with Parents Early in the School Year - Connecting with parents as soon as possible in the school year through personalized phone calls, emails, in-person conversations, or letters home.
• Connect Writing to Real-World Applications - Instructors connect the importance and usefulness of writing to learners' lives and future careers.
• Connecting - Connecting involves relating a current problem or text to prior knowledge and experiences so new material is understood as a meaningful extension of what learners already know.
• Connecting Background Knowledge To Content - A method for making instruction more culturally relevant by connecting content to learners' experiences.
• Connecting Concepts to Procedures - Instruction explicitly links conceptual understanding with procedural skill so each reinforces the other, rather than teaching algorithms as rote steps.
• Connecting ELLs' Background Knowledge to Content - This strategy involves making instruction more culturally relevant by connecting content to ELLs' experiences.
• Connecting Emotions to Actions - Learners reflect on how emotions influence their actions, then discuss and plan alternative behaviors.
• Connecting Languages - Encourage students to see connections between their languages to better understand how languages are structured and organized.
• Connecting Math to ESOL - Integrating authentic mathematical content and numeracy tasks into English for Speakers of Other Languages (ESOL) instruction so learners build language proficiency through meaningful quantitative con
• Connecting New Vocabulary to Texts - Integrating vocabulary instruction directly with texts so new words are learned in the context where they carry meaning.
• Connecting Struggles to Strategies - Explicitly teaching students a repertoire of problem-solving strategies and helping them recognize when, why, and how to deploy each one when they get stuck.
• Consider a focused more is more approach combining minimized extraneous processing with prompts for generative processing - Because the less is more approach of applying signaling, contiguity, and coherence principles did not improve learning, the authors suggest that benefits of increasing processing in a useful way (gene
• Consider alternatives to self-explanation — instructional explanations, sequenced problem solving, retrieval practice — given its time demands - Because generating self-explanations takes considerable time and is not a widely reported study strategy, the article recommends considering alternative activities that achieve the same outcomes more
• Consider both in-person and virtual tutoring options when selecting a math tutoring program - This recommendation advises school districts exploring math tutoring programs to weigh both in-person and virtual delivery formats rather than restricting consideration to one modality.
• Consider differential test effort when interpreting achievement gap estimates among student subgroups - This strategy follows from the brief's central concern: because "test effort differs substantially across student gender and racial subgroups," achievement gap estimates drawn from low-stakes or stand
• Consider evaluation issues up front when launching educational reform initiatives - The strategy the guide embodies is that states launching new reform initiatives should anticipate evaluation issues at the launch stage rather than after implementation.
• Consider integrating mathematics and writing instruction by explicitly promoting transfer of shared language and cognitive skills - Based on the finding that mathematics and writing are substantially related (r = 0.48) and rely on shared language and cognitive skills, the authors suggest that "instruction that explicitly promotes
• Consider isolated cognitive flexibility practice and later-year timing instead of embedding flexibility practice within phonics activities - Based on the null embedded-practice results, the authors recommend alternative designs for cognitive flexibility training in early reading intervention.
• Consider policy design carefully to ensure equitable reclassification opportunities for EL students - The report's closing recommendation urges policymakers to weigh how reclassification criteria structures shape EL students' opportunities.
• Consider removing Criterion 4 from California's reclassification requirements while maintaining the ELPAC overall PL 4 threshold - The report recommends that the CDE consider removing the locally determined basic-skills comparison (Criterion 4) from reclassification requirements, while maintaining ELPAC overall PL 4 as the Criter
• Consider semantic categorization within word decoding training for poor readers - In discussing implications, the authors point to work showing that "semantic categorization in addition to feedback and motivation in a word decoding training task may yield important effects on decod
• Consider Socio-Cultural Factors - Acknowledge that access to technology and digital literacy can vary based on socio-economic background, social environment, and cultural factors, and design accordingly.
• Consider students' perceived control over fine-grained task facets (technology, pedagogy, content) when designing ITS learning experiences - Based on the finding that topic-related self-efficacy showed no relation to task emotions in the ITS, the article recommends that designers attend to momentary, task-level control rather than only gen
• Consider students' phase of interest when implementing UVIs, and consider combining them with interventions fostering beliefs that interest can develop - The article recommends that when examining and implementing UVIs, educators and researchers consider students' phase of interest, since the intervention may work differently as interest develops.
• Consider students' social and cognitive capacities of CPS when assigning pairs for computer-based CPS tasks - This strategy derives from the Li et al.
• Consider the News Source - Learners evaluate who is behind a news report — its ownership, editorial practices, sourcing, and accountability structures — before judging its credibility.
• Consider Your Own Identity - Educators reflect on their own racial identity, biases, and privileges before and while leading discussions about race, so that self-awareness rather than unexamined assumption guides facilitation.
• Consistent Classroom Routines and Schedules - Maintaining predictable classroom routines and schedules provides students with a sense of security and predictability, which supports emotional regulation and maximizes time on task.
• Consolidate Key Points - Summarizing and consolidating key points after pair talk helps to solidify understanding and ensure that all students have a clear takeaway.
• Consolidate non-Pell federal aid into a new state education grant tied to five state policy commitments and student responsibility requirements - The report recommends a new state-federal partnership that "combines existing, non-Pell Grant financial-aid resources into a state grant" worth more than $20 billion a year, funding a debt-free colleg